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iUtss 0B«J)a’a School for (girls 

(Unkyo, Japan 






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AUti ft> 



Miss Tsuda’s School for Girls in 
Tokyo, Japan. 


AMERICAN COMMITTEE. 

Chairman, Mrs. Wistar Morris, Overbrook, Pa. 

Vice-Chairman, Miss Abby Kirk, Bryn Mawr, Pa. 

Treasurer, Mr. Charles Hartshorne, Merion, Pa. 
Secretary, Miss Leah Goff, Bryn Mawr, Pa. 

Mrs. Frank G. Allinson, 163 George Street, Providence, R. I. 
Miss Alice Bacon, 4 Mansfield Street, New Haven, Conn. 
Mrs. Charles D. Barney, Ogontz, Pa. 

Miss Elizabeth Blanchard, Overbrook, Pa. 

Miss Maria Blanchard, 1511 Walnut Street, Philadelphia. 
Mrs. Adolph Borie, 1012 Spruce Street, Philadelphia. 

Mrs. Samuel Brown, Haverford, Pa. 

Mrs. Alfred Buck, 207 West Peach-tree St., Atlanta, Ga. 
Miss Emily Bull, Bryn Mawr, Pa. 

Mrs. William Burnham, 4301 Spruce Street, Philadelphia. 
Miss Rose Chamberlin, Bryn Mawr, Pa. 

Mrs. William H. Collins, Haverford, Pa. 

Rev. J. Thompson Cole, Ogontz, Pa. 

Miss Mary E. Converse, 1610 Locust Street, Philadelphia. 

Mrs. Francis Reeve Cope, Jr., E. Washington Lane, Gtn. 
Mrs. Joseph U. Crawford, Fox Chase, Pa. 

Miss Henrietta G. Elliott, 422 West Chelten Ave., Gtn. 

Mr. Joseph Elkinton, Media, Pa. 

Miss Anna C. Hartshorne, 16 Go Ban Cho, Tokyo, Japan. 
Mrs. Robert B. Haines, Cheltenham, Pa. 

Miss Jane B. Haines, Cheltenham, Pa. 

Mrs. F. Gardiner Hall. 



Miss Edith R. Hall, Utica, N. Y. 

Miss Annie Laws, 818 Dayton Street, Cincinnati, Ohio. 

Mrs. Roberts Le Boutillier, Wayne, Pa. 

Miss Elizabeth P. Lewis, 133 South 23d St., Philadelphia. 
Mrs. Frank Lewis, 4 West St. Joe Street, Indianapolis, Ind. 
Mrs. William T. Murphy, High Street, Germantown. 

Mrs. Francis L. Potts, Bryn Mawr, Pa. 

Miss Harriet Randolph, Bryn Mawr, Pa. 

Miss Caroline N. Rhoads, Bryn Mawr, Pa. 

Miss Mary W. Schott, 1906 South Rittenhouse Square, Phila. 
Miss Hannah T. Shipley, Bryn Mawr, Pa. 

Mrs. Murray Shipley, 2128 De Lancey Street, Philadelphia. 
Miss M. Carey Thomas, Bryn Mawr College, Bryn Mawr, Pa. 
Miss Martha G. Thomas, Bryn Mawr, Pa. 

Rev. Floyd W. Tomkins, 1904 Walnut Street, Philadelphia. 
Mrs. Huntingdon Wilson, 1155 16th St., Washington, D. C. 
Rev. Charles Wood, 1701 De Lancey Street, Philadelphia. 
Mrs. Oliver E. Wood, 2117 Bancroft Place, Washington, D. C. 


JAPANESE COMMITTEE. 

Chairman, Marchioness Oyama. 

Secretary, Elizaburo Wooyeno. 


Mrs. Yu Abe 
Mrs. Haru Hatoyoma 
Mrs. Toshi Hirata 
Baroness Shizu Iwasaki 
Mrs. M. P. E. Nitobe 
Mrs. Yasu Toyokawa 
Mrs. Masu Yasuda 
Mrs. Taho Yamamoto 


Treasurer, Teinosuke Murai. 
Mrs. Jun Yatabe 
Mrs. Tomi Kara 
Mrs. Matsu Hozumi 
Mrs. Yuka Iwashita 
Mrs. Ume Morimura 
Mrs. Toshi Okayama 
Mrs. Shige Uriu 
Mrs. Chiyo Yanagiya 


2 



REPORT OF THE COMMITTEE. 


To understand the work of Miss Tsuda’s school it 
is necessary to know something of the woman who is 
its inspiration. 

Ardent enthusiasm, thorough knowledge of the 
world, great practical ability, and the faith that re¬ 
moves mountains, are a rare combination; but Miss 
Ume Tsuda has them all. A Japanese, thoroughly 
Japanese in all her interests and sympathies, she has 
had the great advantage of knowing the best not only 
of her own country, but of Western civilization also. 
Some time in the early seventies, five little Japan¬ 
ese girls, Miss Tsuda, then but seven years old, being 
one of the number, were sent by the Japanese Gov¬ 
ernment to this country. When they reached the 
Japanese Legation at Washington, there seemed no 
place for them anywhere. For some time after their 
arrival they lived by themselves with only hired 
attendants, and very homesick and miserable they 
were. At the end of six months, however, two of 
the girls returned home, and the other three re¬ 
mained—one of them, now the Marchioness Oyama, 
adopted by Dr. Leonard Bacon; the second, who is 
the wife of Admiral Uriu, by J. S. C. Abbott, and 
Miss Tsuda, by Mr. Charles Lanman, of Washington. 

For ten years Miss Tsuda lived as the cherished 
daughter of the Lanman household, receiving all the 


3 



care and training that such a relationship implies. 
At the end of ten years she returned to Japan, hav¬ 
ing perfect command of English, and understanding 
Western life as only those can understand who grow 
up in it. She reached home to find herself a stranger 
in a strange land, ignorant not only of the manners 
and customs of her own people, but even of their 
very language, though it was her native tongue. A 
nature less strong than hers might have failed to 
reconcile the old and the new, and on going from the 
freer to the more conventional life have spent itself 
in discontent and vain regret. But Miss Tsuda loved 
her country and set herself resolutely to work to over¬ 
come the difficulties, to master her native tongue, 
no small undertaking in itself; to learn the ways of 
her people; in short, to be as good a Japanese as she 
had become an American. 

She was soon appointed interpreter and teacher 
to the wife of an official high in the Japanese court. 
Her experience there was of great value, both for the 
training it gave her, and for the friends she made in 
the highest circles of Japanese society. At the end 
of six months she was called home by her mother’s 
illness, and when she was again free was made teacher 
of English in the Peeresses’ School, then just open' 
ing. This school, which is under the direct super¬ 
vision of the Empress, is the most conservative school 
in all Japan. 

After teaching for some time, she decided that to 
do the best work for her pupils she must herself have 
the advantage of further training, and having ob- 

4 


tained leave of absence from the school, she came to 
this country and enrolled herself as a student at Bryn 
Mawr College. Here she remained for three years, 
not working for a degree, but devoting herself to 
English, philosophy and science. In science she 
showed such marked ability that during the last year 
of her stay she aided the professor of biology in 
original research. 

In 1892, on the expiration of her leave of absence, 
Miss Tsuda resumed her duties in the Peeresses’ 
School, and in 1897 she was also made lecturer in the 
Women’s Higher Normal School, a high government 
position. In 1898 she made a third visit to America, 
this time as a delegate from her government to the 
International Federation of Women’s Clubs, held in 
Denver that summer. By the invitation of many 
ladies interested in women’s education, she spent 
much of the following winter in England, studying 
educational methods. This last visit brought her into 
great prominence in Japan, and on her return to 
Tokyo she was even granted the special honor of a 
private audience with the Empress, an extreme mark 
of Imperial favor. 

It had long been Miss Tsuda’s hope that she might 
start a school which would offer to women in Japan 
an opportunity for higher work. In this connection 
a friend in Tokyo wrote: “ Miss Tsuda occupies a 
unique position here. No one doubts her ability, her 
honesty or her Christianity. Whatever stand she 
takes, every one knows exactly where to find her, and 
she has won her way just by sheer force of honesty 


5 


and ability to a position of universal respect. The 
work that she can do in a school of the kind that she 
proposes is a very great one.” And Bishop McKim, 
who has long been her friend, gave the same testi¬ 
mony : “ Miss Tsuda is an enthusiast on the subject of 
the education of Japanese women; but she has what 
is wanting in many enthusiasts—knowledge founded 
upon successful experience. Teaching has been her 
profession for many years, and I know of no woman 
in Japan whose reputation as an educator stands 
higher than hers. She is pre-eminently qualified for 
the work she wishes to do as a Christian teacher of 
Japanese girls and young women. I am positive that 
her work will be a success from the beginning.” 

Such is the woman who in the face, not only of 
obstacles standing against an effort to give higher 
education to women, but also of great pecuniary 
difficulty, resigned her position in the government 
schools, together with her official rank and title, so 
that she might be free to do her work in the lines 
she felt were needed for Japan. What has been 
accomplished even in the few years since that time 
may best be seen from the accompanying report of 
the school. 


6 


Report of Miss Tsuda’s School. 

(Joshi Eigaku Juku.) 


In April, 1904, the Joshi Eigaku Juku graduated 
the first class from its full three years’ course, the 
graduating class of the year before having taken only 
the last two years’ work. In these three years and a 
half since it opened, in September of 1900, the 
growth of the school has astonished even those who 
had most faith in its ultimate success, and it has been 
no small strain to keep up with the constantly increas¬ 
ing needs, not only of space, hut of a suitable teach¬ 
ing staff. That it has been done—at least as far as 
absolute necessities were concerned—is due to the 
help of friends on both sides of the globe, who have 
given the support in money and time which have 
made the school a possibility. 

Early in 1900 Miss Tsuda wrote to some of her per¬ 
sonal friends in America, asking whether they could 
help her to carry out a plan which—as many of them 
knew—she had long had in mind, namely, to open a 
school for girls, and especially for those who wished 
to become teachers, where they could be educated 
under Christian influences, and given a more ad¬ 
vanced course than was yet open to them elsewhere. 
She asked whether it was possible for her friends to 
raise four thousand dollars with which to obtain a 
house where she might make the experiment. Miss 
Tsuda believed that in five years she could prove to 


7 



the Japanese world the capacity of women for ad¬ 
vanced education, and that by the end of that time 
the school would make for itself a place from which 
it might graduate into a still higher institution. Her 
plan was to begin by making a specialty of English, 
on account of the great demand for it, which she felt 
sure would make financial success possible as no other 
subject would; and she felt also that the moment for 
the experiment had come, both because of this grow¬ 
ing demand for English and for well-trained English 
teachers, and because Miss Alice M. Bacon was now 
prepared to fulfill an old promise and return to Japan 
to help start the school. 

The result of these letters was that a number of 
Miss Tsuda’s friends made themselves into an in¬ 
formal committee, with Mrs. Wistar Morris, of Over¬ 
brook, Pa., at their head, and wrote to Miss Tsuda 
that while they could make no definite promise, they 
would do what they could towards raising the four 
thousand dollars, or a part of it. Before leaving for 
Japan, Miss Bacon attended a meeting of the com¬ 
mittee and their friends and sympathizers, at the 
house of the Misses Blanchard, Walnut Street, Phila¬ 
delphia, and told in some detail Miss Tsuda’s hopes 
and plans. 

Meanwhile Miss Tsuda had decided to go forward 
in any case and do what she could, and accordingly 
resigned her position in the Peeresses’ School, and 
rented a small house, where on September 11th, 
1900, the Joshi Eigaku Juku opened with fifteen 
pupils. The only teacher besides Miss Bacon and 


8 


Miss Tsuda was Mr. H. Sakurai, who has thus been 
identified with the school from the beginning. From 
the beginning, also, the Marchioness Oyama has 
given the undertaking most valuable encouragement 
and support in the character of Komon, which may 
be freely translated “ Honorary Adviser.” 

Such encouragement was of no small value during 
that first winter, when the school literally had need 
of all things; for, while its Japanese friends were 
sympathetic, their gifts were of necessity small. Miss 
Bacon’s typewriter often came into play, to provide 
extracts for the literature classes; and hymns so 
copied did duty at morning prayers, one serving for 
a week, while the next was being prepared. But the 
enthusiasm of teachers and pupils alike carried them 
over the difficulties and discomforts of lack of books, 
cramped space, scanty furniture and poor light. In¬ 
deed, no little share of the credit for the school’s suc¬ 
cess belongs to the first class of students. Miss Tsuda 
had announced a three years’ course in English, lead¬ 
ing up to the government examination for teachers’ 
certificate, a preparation offered in that branch by no 
other girls’ school; and the greater part of those who 
entered were graduates of other—chiefly mission— 
schools, some of whom had already been teachers, 
and wished to go up for these examinations for the 
coveted higher certificate. Their earnestness and 
responsiveness were not only most encouraging to the 
instructors, but established a certain standard of zeal 
and character which we hope will always continue to 
be the spirit of the school. 


9 


By the first of January, 1901, the number of day 
and boarding pupils had increased to thirty, and the 
tiny seven-roomed house was most uncomfortably 
packed, while there were fresh applicants for the new 
school year, which in Japan usually begins in April. 
As increase of numbers meant increase of fees, with 
comparatively little additional expense, it was most 
desirable to find some way to accommodate the new 
applicants. Just at this time the first gift—$2,000 
—was received from America. It was now possible 
to make the much-desired move. To find a suitable 
building within the limit of price was not easy, espe- 
cially as there was not enough for house and land 
both; but, after much perplexity, Miss Tsuda pur¬ 
chased a large old house at 41 Motozono Cho, Koji- 
machi, and leased the ground on which it stood for 
$30 a month, building besides a small house of six 
rooms as a teachers’ house. The schoolhouse and the 
necessary repairs on it cost $1,500; the teachers’ 
house, $700, to cover which the American drafts 
came just in time. 

Far from sumptuous the old house certainly was, 
with leaking roofs and sagging beams, but at least 
for the moment there was enough room, and the 
move was made with much rejoicing. There was now 
fairly comfortable accommodation for twenty board¬ 
ers and about forty day scholars, which seemed ample 
provision for growth, at least for two or three years 
to come. But by July the total number of pupils 
had run up to fifty, and before the end of that year 
it was evident that the school would soon have to 


10 


make another move, or sacrifice a part of its capacity 
for usefulness. 

By the end of December the total amount of 
money given by the committee was $3,900. Contri¬ 
butions from friends in Japan also amounted to yen 
3,520.40. The greatest gift to the work, however, 
was personal contribution of time from many teach¬ 
ers, both foreign and Japanese. Without this help 
from some of the best teachers in Tokyo, the school 
could hardly have come through its first difficult 
years, and certainly could not have had its unex¬ 
pected success. 

By this time Miss Bacon’s promised two years were 
up, and in April, 1903, she returned to America. 
Two months later, Miss Anna C. Hartshome came 
out to help Miss Tsuda, but remained only till Janu¬ 
ary. She returned to Japan, however, in February, 
1904. In the meantime Miss Fanny Greene and Miss 
Mary Very joined the teaching staff, and the Japan¬ 
ese teachers numbered seven. 

In the summer of 1902 an opportunity came to 
purchase a most desirable property at 16 Go Ban 
Cho, close to the Motozono house, containing nearly 
500 tsubo, or 100 feet front by nearly 300 feet 
depth, and situated on high ground, directly behind 
the British Legation. This property originally 
belonged to the American Church Mission, and had 
on it a building which had been the dormitory of a 
girls’ school. It had been sold to a private school, 
and the owner was willing to sell it back for what she 
had paid the Mission, namely, $5,000 for the house 


11 


and ground, a price much below the market value. 
Miss Tsuda’s advisers urged her not to let such an 
opportunity slip, and a personal friend enabled her 
to borrow what she lacked of the purchase money. 
Early in the following year a most welcome gift of 
$6,000 from Mrs. Woods, of Boston, finished paying 
for this property and for a strip 50 feet wide along¬ 
side of it, without which there was not space enough 
for the buildings immediately necessary. 

By the end of January, 1903, a school building was 
put up with gifts from friends in Japan. It contains 
an assembly room and reading room, which can be 
thrown together by taking down partitions, and three 
class rooms, teachers’ room and office. A second 
building, put up the following summer (1903), pro¬ 
vides six more class rooms and a large room for the 
day scholars. The two houses are connected by pas¬ 
sages both upstairs and down. Einally, in the winter 
of 1903, a dormitory was built, accommodating thirty 
girls. The dormitory and school buildings are all in 
Japanese style, and cost $5,243. A small gym¬ 
nasium was also put up during the war time in the 
summer of 1905, chiefly through the aid of gradu¬ 
ates. All the buildings were finally paid for in Sep¬ 
tember, 1905, the last payment of $2,000 being 
through the effort of the Japanese committee formed 
that year. A piece of ground adjoining is held for 
the school at present in hopes that some day it may 
be paid for. Its original value was $5,000, of which 
only $1,200 has been paid. 

In September, 1904, the school was incorporated, 


12 


and previously, in March, the standing of the school 
was recognized by the Department of Education as 
a Semmon Gakko (Higher Special School). In 1905 
the same Department granted to graduates of the 
normal course of the school the teachers’ license in 
English (admitting to positions in government high 
and normal schools), a privilege given to no other pri¬ 
vate school in Japan for girls. Under the new rules, 
which place the school on the same standard as the 
regular graded series of government institutions, all 
who enter the three years’ course must pass the gov¬ 
ernment high school graduating examinations, which 
include Japanese literature and mathematics, science, 
history, geography, etc. Thus far the literary course 
is the only one offered after entrance, Japanese, 
Chinese, ethics, psychology, history, etc., being 
included. The school’s ideal is to add a science 
course at the earliest possible moment. It is simply 
a question of money. Much of the teaching in the 
school is still given, and all available income goes to 
teachers’ salaries, so the further courses must wait. 

In 1906, in the sixth year of work, the school had 
thirty-one graduates. Of these, eight have passed 
the government examination for the English teach¬ 
ers’ certificate, nine are teaching in Tokyo govern¬ 
ment and private schools, and two are in the country, 
while several have worked in other lines as inter¬ 
preters or governesses. Many of the undergraduates 
and graduates help themselves through the course by 
giving private lessons in English, which from the 
third year on they are quite capable of doing well. 


13 


Those who graduate in the teachers’ course are 
obliged to teach a certain number of hours a week in 
Miss Tsuda’s own school before graduation as a part 
of their regular training, besides attending her course 
on teaching. 

School opens with a short religious service, given 
in Japanese and English on alternate days. This the 
girls in the boarding home are required to attend, 
and the day scholars are encouraged to do so; the 
same is true of attending a church service on Sunday 
morning, and the Sunday School in the afternoon. 
In all things it is the object of the school to develop 
character, to strengthen the girls not only mentally 
and physically, but spiritually, and to make them feel 
that the true object of study is not their own per¬ 
sonal pleasure or advancement, but the power to help 
others. 

It is the belief of Miss Tsuda also that what would 
best help Japanese girls to adequately fill their place 
in the new life of their country is an understanding 
of Western ideals and Western thought,—a key to 
which is the study of English. 

Dr. John H. Deforest, one of the oldest mission¬ 
aries to Japan, says: “There are many excellent 
schools for the education of girls in Japan. The edu¬ 
cational department is very much in earnest in devel¬ 
oping government schools for girls. There are many 
finely-equipped missionary schools for the higher 
education of girls. But Miss Tsuda’s differs from 
them all in being the only one that is Christian, yet 
interdenominational; that is, Japanese, yet interna¬ 
tional.” 


14 


Such are a few of the facts of the school, which 
has struggled under heavy financial burdens, since 
rates for board and tuition are low, 11 yen ($5.50) 
a month for board and tuition. Its future needs are 
most pressing, since, without more school rooms and 
a new dormitory, the work is restricted and the school 
must sacrifice its usefulness. The school now num¬ 
bers about 150, all that can be accommodated, with 
a waiting list, applicants for entrance often being 
double the number which can be taken. 

Five thousand dollars would cover the immediate 
need for more buildings, $2,500 for additional school 
rooms, and $2,500 for a dormitory to hold thirty 
girls, one room accommodating two girls, costing 
only $150. Above all, an adequate endowment fund 
of $50,000, ensuring a yearly income of $2,000 or 
$3,000, if secured, would relieve Miss Tsuda of 
pecuniary anxiety and permit her to turn all her 
great energy into making the school which has 
already done so much, still more of an educational 
factor, perhaps even the first real college for women 
in Japan. 

Short as its time has been, the school has more 
than proved its right to a place; it lacks only the 
means to add all the departments of a college. The 
girls are ready, the teachers are ready; but without 
an endowment nothing more can be done. Higher 
education cannot pay for itself in Japan any more 
than elsewhere. But the girls must be educated; 
modem life demands it; if they know nothing of 
Western thought, the gulf between them and their 


15 


modernized husbands is far wider than in the old 
days. Fifty years ago America forced Japan to open 
her doors to the world, and Japan to-day is very 
grateful. May we not hope that Americans will help 
to open what is best in the Western world to the 
women of New Japan? 

Miss Tsuda is now on a visit to this country, and 
the American Committee are most anxious to secure 
aid for the needs of the w T ork. They will be glad to 
put Miss Tsuda in communication with any one wish¬ 
ing to learn from her personally the conditions and 
work of the school. Contributions may be sent 
directly to the treasurer, Mr. Charles Hartshome, 
Merion, Pa., or to any member of the committee. 


1G 


MISS TSUDAS 

SCHOOL for GIRLS in TOKYO 
JAPAN 

Six years ago in a modest side street in Tokyo 
was opened the Joshi Eigaku Juku, a girls’ school for 
advanced work in English. It began very simply 
with some fifteen pupils in a tiny house, so small that 
practically every room must serve for a school room, 
with few books and no paraphernalia, not even hym¬ 
nals for use in the morning services. Yet from the 
first it bore the stamp of the unusual and its success 
has more than fulfilled the hopes of its founder. It 
has been twice removed to larger quarters and is now 
finally settled in one of the most advantageous sites in 
the city with a dormitory for thirty boarders and other 
school buildings. The school now numbers about 150 
all that can be accommodated, with a waiting list, the 
pupils coming from all classes of society. The stand¬ 
ard of work done is shown by the fact that the grad¬ 
uates of its normal course receive from the govern¬ 
ment the teacher’s license in English (admitting to 
positions in government high and normal schools) a 
privilege granted to no other girls’ school. Applica¬ 
tions for teachers from among the graduates are yearly 
more numerous than can be filled. 


Such is the outward success of the school. Its 
inner purpose is less easily to be measured : to give to 
Japanese girls an opportunity for advanced work in 
Christian atmosphere. It was the belief of the 
founder, Miss Ume Tsuda, that what would best help 
Japanese girls to adequately fill their place in the new 
life of their country was an understanding of western 
ideals and the best western thought, a key to which 
is the study of English. No one could be better fitted 
to teach these ideals than Miss Tsuda. Through her 
training in this country both as a young girl and as 
an older student, her study of educational methods in 
England and America, and her years of teaching in 
the Peeress’s School, the most conservative school in 
Japan, she has more, than any other Japanese woman, 
the understanding of East and West. She knows as 
no one else can know what will be useful to her 
country women in their new freedom and responsibili¬ 
ty* and what are the dangers to be avoided. The work 
she has already done in these momentous years cannot 
be calculated. What more she might accomplish 
under the right conditions even those who know her 
best can hardly guess. Schools in Japan can never 
be self supporting since rates for board and tuition are 


impossibly low, n yen ($5.50) a month for board and 
tuition. Miss Tsuda’s school so far has struggled on 
under heavy financial burdens. Its existence has de¬ 
pended on gifts of money for land and buildings from 
friends in America and Japan, of unlimited time and 
services in teaching from friends in Tokyo. But its 
future needs are most pressing, a new school building, 
dormitories and, most of all, an adequate endowment 
fund of $50,000, ensuring a yearly income of $2,000, 
or $3,000. If such a sum could be secured MissTsuda 
might then be freed from pecuniary anxiety and be 
able to turn all her great energy into making the 
school which has already done so much, still more of an 
educational factor, perhaps even the first real college 
for women in Japan. 

Miss Tsuda is now on a visit to this country 
and the American Committee are most anxious to se¬ 
cure this endowment fund during her stay here. 
They will be glad to put Miss Tsuda in communica¬ 
tion with any one wishing to learn from her per¬ 
sonally the conditions and work of the school. Con¬ 
tributions may be sent directly to the treasurer, Mr. 
Charles Hartshorne, Merion, Pa., or to any member 
of the Committee. 


AMERICAN COMMITTEE 


Chairman, Mrs. Wistar Morris, Overbrook, Pa. 
Vice-Chairman, Miss Abby Kirk, Rosemont, Pa. 

Treasurer, Mr. Charles Hartshorne, Merion, Pa. 
Secretary, Miss Leah Goff, Bryn Mawr, Pa. 


Miss Alice Bacon 
Miss Elizabeth Blanchard 
Miss Maria Blanchard 
Miss Emily Bull 
Miss Rose Chamberlin 
Miss Fanny Cochran 
Mrs. William H. Collins 
Miss Mary E. Converse 
Mrs. Francis Reeves Cope 
Mrs. Joseph U. Crawford 
Miss A. E. Emery 
Miss Henrietta G. Elliott 
Miss Anna C. Hartshorne 
Mrs. Robert B. Haines 
Miss Jane B. Haines 
Mrs. John McArthur Harris 
Miss Elizabeth P. Lewis 


Mrs. Roberts Boutillier 
Miss Caroline F. Lexow 
Miss Marian T. Macintosh 
Mrs. William T. Murphy 
Mrs. Inazo Nitobe 
Miss Edith Pettit 
Mrs. Francis L. Potts 
Miss Harriet Randolph 
Miss Caroline N. Rhoads 
Miss Hannah T. Shipley 
Mrs. Murray Shipley 
Miss Mary W. Schott 
Miss M. Carey Thomas 
Miss Martha G. Thomas 
Rev. Floyd W. Tomkins 
Rev. Charles Wood 


JAPANESE COMMITTEE 


Marchioness Oyama, Chairman 

Elizaburo Wooyeno, Secretary 

Teinosuke Murai, Treasurer 


Mrs. Yu Abe 
Mrs. Haru Hatoyoma 
Mrs. Toshi Hirata 
Baroness Sliizu Iwasaki 
Mrs. M. P. E. Nitobe 
Mrs. Yasu Toyokawa 
Mrs. Masu Yasuda 
Mrs. Taho Yamamoto 
Mrs. Jun Yatabe 


Mrs. Tomi Hara 
Mrs. F. G. Hall 
Mrs. Matsu Hozumi 
Mrs. Yuka Iwashita 
Mrs. Ume Morimura 
Mrs. Toshi Okayama 
Mrs. Shige Uriu 
Mrs. Chiyo Yanagiya 


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